Transformational Leadership as an Approach to Building the ...2)/AJMSE2015...Transformational leadership is die current focus of concepts relating to organizational leadership. These

Asian Journal of Management Sciences & Education Vol. 4(3) July 2015 __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Transformational Leadership as an Approach to Building the

Egyptian Secondary Schools Capacity

Mohamed A. Elbarbari1, Hany R. Alalfy

2

1 Comparative Education & Educational Administration, Zagazig University,

EGYPT. 2 Comparative Education & Educational Administration, Hail University,

SAUDI ARABIA.

2 [email protected]

ABSTRACT

The study aimed at using Transformational Leadership as an Approach to Building

the Egyptian Secondary Schools Capacity .The study used a descriptive approach for

its suitability for the nature of the study. Survey data from an achieved sample of

(102) Teachers and (57) Heads in one large education district in Egypt were used to

explore the relative effects of transformational leadership practices on selected

organizational conditions and school capacity. Results referred to powerful

significant effects of Transformational leadership on institutional capacity.

Keywords: Transformational Leadership; School Capacity; Egyptian

Secondary School

INTRODUCTION

Schools face a dynamic environment characterized by rapid changes, more challenges and

variety of problems. Nowadays the world moves toward competition and quality, leadership

style has been identified as being the main driver of this competition because the leaders can

influence the improve of quality service and can create climate for competition( Al-Husseini,

Sawasn; Elbeltagi, Ibrahim, 2013).

So these schools need to extraordinary leadership. Transformational leadership able to

implementation an educational reforming rather than traditional leaders who cannot be

helpful in competing in the present educational environment. (Al-Husseini, Sawasn;

Elbeltagi, Ibrahim, 2013)

There are statistically significant empirical and qualitatively robust associations between

heads’ educational values, qualities and their strategic actions and improvement in school

conditions leading to improvements in schools outcomes. The results confirm and go beyond

the model of successful leadership practices identified in the project literature review

(Leithwood et al., 2006) that involve Creating Vision and Setting Directions, Restructuring

the Organization and Redesigning Roles and Responsibilities, Developing People and

Managing Teaching and Learning. (Christopher Day etal, 2009)

These affect and are affected by school internal conditions, culture and trust.

Transformational approaches to leadership have long been advocated as productive under the

conditions, and evidence suggests that transformational practices do contribute to the

development of capacity and commitment. (leithwood, Kenneth & Jantzi, Doris, 1999)

There are similarities between the effects of leadership practices on improvements in school

conditions in Secondary schools in the study. However, the leadership has a more direct

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influence upon learning and teaching standards in Secondary schools. ( Christopher Day etal,

2009)

STATEMENT OF THE PROBLEM

As a result, a new model of transformational leadership is advocated to point in new

directions and influence others to believe and follow, adjusting to change and shaping the

debate in education. (Wonacott, Michael E., 2001), already educators and researchers have

started altering their policies and pedagogies to help develop transformational leadership

model as a panacea for educational reforms in schools world-wide. (Bana, Zubeda, 2012)

The literature emphasizes that transformational leadership is the most important style in the

field of educational leadership because this style accommodates in school ability, emotion,

values, attitude and creativity in the followers and then develops innovation. The followers

feel respect, trust, and loyalty toward the leader and they are thus willing to exceed their own

personal expectations( Al-Husseini, Sawasn; Elbeltagi, Ibrahim, 2013) and What

distinguishes transformational leadership model also is the focus on how administrators and

teachers improve teaching and learning environment. Instructional leaders focus on school

goals, the curriculum, instruction, the school environment and restructuring the school by

improving school conditions. (Jan Stewart, 2006)

RESEARCH QUESTIONS

In order to generate the information needed to understand the relationship between

transformational leadership and school capacity and change, this study addresses the

following three research questions:

1. To what extent do Egyptian secondary schools Head undertake the new

responsibilities in the light of new approach (transformational leadership)?

2. Why secondary schools Heads do or do not take on these new roles as

transformational Leaders?

3. For those secondary schools Heads who do exhibit behaviors aimed at school

change and the professional development of institutional capacity: Management and

Problem Statement result in improved Organizational Administration, Teacher

learning and Teaching Practices in Egyptian Secondary Schools?

HYPOTHESIS

The Major Premise: There are correlations between transformational leadership and the

dimensions of secondary school capacity in Egypt.

1. There is a significant correlation between the transformational leadership and school

strategic planning.

2. There is a significant correlation between the transformational leadership and

organizational structure.


organizational governance.


credibility and ethics.



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administrative apparatus.


financial and material resources.


community participation and development environment.


institutional evaluation and quality management.

AIMS OF THE STUDY

Using Transformational Leadership as an Approach to Building the Egyptian Secondary

Schools Capacity.

IMPORTANCE OF THE STUDY

1. Present the results of the study to the responsible of secondary education for

guidance while applying the transformational leadership approach.

2. Define the transformational leadership approach and its importance and how it can

be applied for the researchers.

3. Define how to build transformational leadership for researchers and the responsible

for secondary education.

RESEARCH METHODOLOGY

The study used a descriptive approach, which is the most suitable approaches to achieve the

objectives of the study; it helps in getting facts and information specific and accurate for the

current circumstances and events, and beyond that to the analysis, interpretation and access to

the conclusions that can contribute to the development of reality.

LITERATURE REVIEW

Institutional Capacity

The ability of the institution to performance efficiently through the human and material

resources available in order to achieve its mission and goals and objectives Strategic

declared, with the presence of an appropriate structure involves relationships and clear

authority and determine the exact responsibilities and terms of reference and under the

leadership of academic and administrative oriented strategic planning and characterized

credible and transparent and in addition to the institution's ability to interact with the

community and to establish internal systems for quality management and conduct continuous

assessment of its overall performance.

According to the National Authority to ensure the quality of education and accreditation,

indicate Criteria document quality assurance and accreditation of institutions of pre-

university education and document secondary education in Egypt (2010) to include

institutional capacity on eight dimensions as follows: 1) Strategic Planning, 2) Organizational

Structure, 3) Leadership governance, 4) Credibility and ethics, 5) Administrative apparatus,

6) Financial and material resources, 7) Community participation and development

environment, and 8) Institutional evaluation and quality management.



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Transformational Leadership

The concept of transformational leadership was initially introduced by leadership expert and

presidential biographer James MacGregor Burns. According to Burns, transformational

leadership can be seen when "leaders and followers make each other to advance to a higher

level of moral and motivation." Through the strength of their vision and personality,

transformational leaders are able to inspire followers to change expectations, perceptions, and

motivations to work towards common goals. (Kendra, Cherry, 2014)

Concept of Transformational Leadership

Transformational leadership is die current focus of concepts relating to organizational

leadership. These concepts are based on vision statements that provide directional path for the

organization. Historical definitions of transformational leaders have depicted them as heroes,

with charismatic personalities expressing and promoting a mission of major organizational

change (Basham, Lloyd Moman, 2012). (Bana, Zubeda, 2012) refers to Transformational

leadership, is a capacity to go deep into the content of one’s thoughts and be able to liberate

self and others to hear the voice of their inner selves.

Transformational leaders are aware of the purpose of their lives and work, and are able to

make intelligent decisions to change themselves and the people around them. They are

influential as they work altruistically and help others to achieve their fullest potential for

improving the quality of their lives and work. They share abundant mentality of giving and

are hence, considered as trustworthy. (Fitzgerald, Susan & Schutte, Nicola S,2010) refer to

Transformational leadership, a motivational leadership style which involves presenting a

clear organizational vision and inspiring employees to work towards this vision through

establishing connections with employees, understanding employees’ needs, and helping

employees reach their potential, contributes to good outcomes for an organization. (Beugré,

Constant D. & Acar, William, 2006), (James a Odumeru & Ifeanyi, George Ogbonna, 2013).

The Components of Transformational Leadership and Secondary Schools

Transformational leadership has four components:

i. Intellectual Stimulation: Transformational leaders not only challenge the status quo;

they also encourage creativity among followers. The leader encourages followers to

explore new ways of doing things and new opportunities to learn (Kendra, Cherry,

2014) add this component deals with stimulating followers’ analytical skills and

problem solving ability. (Babou Srinivasan, 2008).

ii. Individualized Consideration: Transformational leadership involves offering support

and encouragement to individual followers. In order to foster supportive

relationships, transformational leaders keep lines of communication open so that

followers feel free to share ideas and so that leaders can offer direct recognition of

the unique contributions of each follower. (Kendra Cherry, 2014)

iii. Inspirational Motivation: Inspirational motivation refers to the leader’s ability to

inspire confidence, motivation and a sense of purpose in his followers. The

transformational leader must articulate a clear vision for the future, communicate

expectations of the group and demonstrate a commitment to the goals that have been

laid out. ( Matthew Schieltz, Demand Media,2014)

iv. Idealized Influence: The transformational leader serve as a role model for followers.

Because followers trust and respect the leader, they emulate this individual and

internalize his or her ideals. (Kendra Cherry, 2014)





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Goals of Transformational Leaders at Secondary Schools

There are four fundamental goals for transformational leaders while working and active in

schools, as following:

i. Helping staff develop, maintain a collaborative, professional school culture and

capacity; this means Transformational leadership aims at strives to create new

opportunities for employees in an organization, motivating people, self-confidence,

integrity, honesty, personal values. (Tahreem Raza, 2011)

ii. Fostering teacher development; one of Leadwood’s studies suggests that teachers’

motivation for development is enhanced when they internalize goals for professional

growth. This process, Leithwood found, the transformational leader is facilitators

when they are strongly committed to a school mission. When leaders give staff a

role in solving non routine school improvement problems, they should make sure

goals are explicit and ambitious but not unrealistic. (Leithwood, Kenneth, 1992)

iii. Transformational leadership model also aims at how administrators and teachers

improve teaching and learning; Instructional leaders focus school goals, the

curriculum, instruction, and the school environment. And restructuring the school by

on financial and material resources, this mean, improving school conditions. (Jan

Stewart, 2006)

iv. Helping Teachers to solve problems more effectively; Transformational leadership

is valued by some, because it stimulates teachers to engage in new activities to exert

more efforts to solve these problems (Leithwood, Kenneth et al, 2006b).

Characteristics of Transformational Leadership in Secondary Schools

Characteristics of transformational leadership exist within every functional activity, with

representatives serving in any capacity that can influence change. Transformational

leadership is demonstrated if effective results are recognized and realized (Lloyd Moman,

Basham, 2012). Traits that define effective leadership are included in either a group or

individual category. Group traits include collaboration, shared purpose, disagreement with

respect, division of labor, and a learning environment. Individual traits include self-

knowledge, authenticity / integrity, commitment, empathy and competence. (Lloyd Moman,

Basham, 2012);

i. Positive changes in the physical environment (financial and material resources)

seemed to prompt positive changes in school capacity. Teachers had more respect

for an improved environment and this created a greater sense of calm and order

across the school. The reputation of the schools in the community was important to

the heads, and so improving the school profile was important. Many had secured a

better reputation for the school though improved community links, more positive

media attention and, for some schools, achieving specialist school status. Specialist

status was not only an accolade for the schools but also an important means of

securing more resources to improve the physical learning environments. Some

studies tried to define the elements of transformational leadership as follows: (Argia,

Hassan A A & Ismail, Aziah, 2013); A collaborative, shared decision-making

approach in which leaders believe that organizational goals can be better

accomplished by shared commitment and collaboration. (Lynn balster,1993)



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ii. An emphasis on teacher professionalism and teacher empowerment in which leaders

believe all teachers are capable of leadership and encourage them to be self-directed.

(Lynn balster, 1993)

iii. An understanding of change, including how to encourage change in others; leaders

are agents of change and are committed to educating students for the 21st century.

There are similarities in the models describing transformational leadership in education, such

as collaborative work, encouraging and providing conditions for the self-direction of

employees to learn and grow as professionals, and developing the leadership capacity of the

organization. Such models suggest that leaders and members consider the development of

organization as their own responsibility, and they prefer to be involved in envisioning and

planning. (Leithwood, Kenneth et al, 2006a) Has successively interest in the subject

transformational leadership at the level of higher education to identify, stated (Alghamdi,

1421H, p. 8) that it should be school leaders have won in qualified to practice

transformational leadership behavior, and possess commander transformative properties; and

to the leadership towards the desired future and address the pressing challenges in the world

today.

Reality of Transformational Leadership in Egyptian Context, Methods and Case Study

Data about transformational leadership, school capacity and conditions, educational

improvement were collected through two large school districts in Delta Egypt. The districts

served a population of approximately 123 urban and suburban secondary schools. Data for

this study focused on the sample of (102) teachers, and (57) heads in the district’s Dakhlia

and Sharkia secondary schools. At the time of data collection spring 2014, all schools in these

two districts were confronted with expectations for change from both the district and the

provincial government which clearly called out for the exercise of school-level leadership.

Each of these contained a number of sub themes and these are represented in this area. Key

findings from the qualitative data and illustrative quotations are provided in each section.

These illustrations are selected from and representative of the much wider data base. The

section concludes with a summary of the perceptions on school capacity.

Table 1. Transformational Leadership and the Dimensions of School Capacity (N = 102

teachers)

S.No Dimensions of School Capacity Mean

(1) SD

Reliability

(2)

1 School Strategic Planning 3.37 0.25 0.92

2 Organizational Structure 4.06 0.34 0.96

3 Organizational Governance 4.01 0.29 0.89

4 Credibility And Ethics 3.92 0.33 0.93

5 Administrative Apparatus 3.85 0.26 0.96

6 Financial and Material Resources 3.71 0.31 0.92

7 Community Participation and

Development Environment 3.64 0.36 0.93

8 Institutional Evaluation and

Quality Management 3.57 0.34 0.91

(1)-Rating Scale; 1= Disagree Strongly; 5= Agree Strongly; (2)- Cronbach’s Alpha





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The table and topic above are divided into some sections that reflect the strongest themes

which emerged from the qualitative data. Analysis of the results of institutional

evaluation and quality management and school strategic planning; the data showed that

one of the most powerful dimensions of effective school transformational leadership was

the establishment of a clear sense of direction and purpose for the school. Some teachers

had a very weak and not clear vision for their school capacity. That heavily influenced

their actions and the actions of others. Little of the teachers were instrumental in driving

it forward. This result is consistent with the findings of the study. (Kenneth Leithwood et

al, 2006)

The vision was shared with the senior head team and was a driving of all leadership

activities, shared shortly and not clearly understood and also supported by all staff. It

was a touchstone against which some new developments, policies or initiatives were

tested. Some school Heads Participated teachers and staff in the decision making and

evaluation of the school’s conditions in order to determine the weak points that needed to

improvement plan. The school culture was heavily influenced, shaped and a consequence

of the values and vision stated and reinforced by the head. In fact, for many staff the

head epitomized the vision for the school capacity and on a daily basis demonstrated

how that vision could be realized and fulfilled. This result is consistent with the findings

of the study. (Christopher Day et al, 2009)

Table 2. Transformational Leadership and the Dimensions of School Capacity (No = 57 heads)

S.No Dimensions of School Capacity Mean

1 SD

Reliability

2

1 School Strategic Planning 3.28 0.29 0.91

2 Organizational Structure 4.00 0.39 0.93

3 Organizational Governance 4.04 0.25 0.88

4 Credibility and Ethics 3.88 0.37 0.94

5 Administrative Apparatus 3.89 0.36 0.95

6 Financial and Material Resources 3.39 0.31 0.96

7 Community Participation and

Development Environment 3.68 0.33 0.92

8 Institutional Evaluation and

Quality Management 3.67 0.33 0.88

(1)-Rating Scale; 1 = Disagree Strongly; 5= Agree Strongly; (2)- Cronbach’s Alpha


which emerged from the qualitative data. Analysis of the results of;

Organizational structure and school community; Heads as a transformational leadership were

perceived by staff as good communicators who were skilled at building positive relationships.

They purposefully developed positive relations with staff which made them feel valued and

respected. They showed concerns for their interest. But they were trusting of others, had

clarified this in their words and actions and had, as a result, become the relationship between

the heads and their staff, in particular, were one of respect and mutual respect. This result is

consistent with the findings of the study. (Christopher Day et al, 2009)



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School community and organizational governance; Heads referred to the importance of

community for engagement in manage of school as an important component of their vision

and essential to their success .heads had developed positive relationships with community

leaders, had built a web of links across the school to other organizations and individuals and

strong links with key stakeholders in the local community which benefited the school. Heads

worked hard to improve the reputation of the school in the community. Heads from the

transformational leadership dimension also try to make a great deal of effort to communicate

with parents. This result is consistent with the findings of the study. (Bill Mulford, 2003)

Table 3. Factor Matrix Resulting from teachers and heads rating of Transformational

Leadership within Schools (N =102 teachers, 57 heads) Factor Loadings

S.No Dimensions of Transformational

Leadership Teachers heads

1 Building School Vision and Goals 0.68 0.63

2 Monitoring School Activates 0.67 0.41

3 Symbolizing Professional Values 0.67 0.66

4 Developing Collaborative

Structures 0.59 0.67

5 Staffing 0.77 0.86

6 Instructional Support 0.68 0.78

7 Individual Support 0.61 0.57

8 Community Focus 0.62 0.67

(1)-Rating Scale; 1 = Disagree Strongly; 5= Agree Strongly;

(2)- Cronbach’s Alpha


which emerged from the qualitative data. Analysis of the results of;

Redesigning credibility and ethics, organizational structures, redefining roles and

responsibilities; The heads, teachers and staff were interested to redesigned organizational

structures, redefined and distributed management responsibilities in order to promote all

teachers, staff and students engagement roles and responsibilities were changing but the

timing varied from school to school, links Lines of communication and responsibility were

improved and new leadership and management responsibilities were clearly outlined. This

result is consistent with the findings of the study. (Thomas L. Black, 2014)

Re-designing and enriching curriculum; some Egyptian schools focused on: re-designing and

enriching the curriculum as a means to ensure "improved engagement and achievement",

Adapt to the needs of all students, the development of key skills. There was a little emphasis

on enjoyment of learning and the recognition that when pupils enjoy learning, they are more

effective learners. There was also evidence of an emphasis on the provision of a broad range

of extracurricular activities. This result is consistent with the findings of the study.

(Christopher Day et al, 2009)

Financial and material resources; Schools were all vigilant and persistent in the pursuit of

improved teaching, learning and achievement. Teachers were encouraged to go beyond their





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usual teaching models and to try new or alternative approaches. Heads encouraged staff to be

leaders in their own classrooms and to take informed decisions to extend their teaching

approaches.

Table 4. Relationship among Transformational Leadership and School Capacity (N =102

teachers, 57 heads)

Str

ate

gic

Pla

nnin

g

Org

an

iza

tio

nal

Str

uct

ure

Org

an

iza

tio

nal

Go

vern

an

ce

Cre

dib

ilit

y a

nd

Eth

ics

Ad

min

istr

ati

ve A

pp

ara

tus

Fin

an

cial

An

d M

ate

ria

l

Res

ou

rces

Community

Participation

and

Development

Environment

Inst

itu

tio

nal

Eva

luati

on

and

Qu

ali

ty M

an

agem

ent

Transformational

Leadership 0.68** 0.34 0.19* 0.40** 00.88** 0.23* 0.37* 0.21*

*p< 0.05; **p< 0.01


which emerged from the qualitative data. Analysis of the results of

Community participation and development environment; the study demonstrated that

community participation in school management were not effective Because of the extreme

centralization in the Egyptian schools and in many cases, the conditions of the school

capacity was not conducive to community participation. Therefore, there must be a strategy

by the school heads to improve the community participation.

Enhancing institutional evaluation and quality management; some schools were committed to

improving and enhancing teacher quality. It was evident that this was motivational for

teachers and impacted positively upon their teaching practices. Teachers reported that they

experienced a smaller sense of collective responsibility from working more closely together

more regularly and were more able to improve their practices through joint working which

will reflect in classrooms. (Christopher Day et al, 2009)

RESULTS OF STUDY

These analyses revealed range of transformational leadership practices across the case study

at Egyptian secondary schools and it revealed numbers of problems that faced the application

of this kind of leadership. The heads were continuing on trying to improve teaching, learning

and productivity these meant that transformational leadership (as new approach) had to be

related to these attempts. The heads in this study were seek to raising teachers’ expectations

about the profits of transformational leadership and providing targeted support for their

learning and development needs were elements to increasing their morale, motivation and

commitment , through these, achieving better learning outcomes for students.

CONCLUDING REMARKS

The study indicated to that transformational leadership behaviors in Egyptian secondary

schools, are positively related to improve and develop the performance both staff and

students. Therefore, transformational leadership is very essential for schools to move forward

toward the future. However, it is a main issue of discussion whether heads demonstrate this



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characteristic properly in work, which is concern of this study. So this study provided

references for the heads to realize the importance of transformational leadership in the

performance of school improvement. The study indicated that transformational leadership

work should be based on clear understanding to Mechanisms of application the

transformational leadership concept in addition understanding the real of schools capacity.

SUGGESTIONS FOR APPLYING TRANSFORMATIONAL LEADERS IN

EGYPTIAN SECONDARY SCHOOLS

To achieve change and reforming in school capacities, today's Egyptian secondary schools

leaders must be able to articulate clear purpose, create a shared vision, and build confidence

that rely upon the skills of communication, collaboration and teamwork, in addition to

effective decision-making. More than anything else, leaders today must be able to enlist the

engagement of those whom they lead;

1. Basic values, like confidence, respect, understanding, expectations, and a can do

culture provided a strong basis for establishing and developing schools

environments in which schools leaders’ motivation, teacher morale and student

achievement could be improved and developed.

2. The current days , Egyptian Schools Leaders facing more concerns, like achieving

successful performance in the face of rapid changes ,solving several problems ,

merging new technologies and preparing the next generation of leaders; after

accomplishing these essential goals requires not only acquiring skills , but also a

development of self-awareness and the ability to lead. Transformational leaders in

schools must be able to:

a. Building strong relationships with all members of the school and even

stakeholders

b. Find new ways to meet the challenges and problems facing the school.

c. The ability to cope with the sudden and serious events.

d. Interest in the humanities and social ties to members of the school

e. Flexibility in the application of laws and regulations of school





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